Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects.

Hu, Tsui-Chun; Sung, Yao-Ting; Liang, Hsing-Huang; Chang, Tsung-Jen; Chou, Yeh-Tai

Hu, Tsui-Chun; Sung, Yao-Ting; Liang, Hsing-Huang; Chang, Tsung-Jen; Chou, Yeh-Tai.

Afiliación

Hu TC; Transdisciplinary Program in College of Education, National Taiwan Normal University, Taipei, Taiwan.
Sung YT; Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan.
Liang HH; General Education Center, Asia Eastern University of Science and Technology, Taipei, Taiwan.
Chang TJ; Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan.
Chou YT; Research Center for Psychological and Educational Testing, National Taiwan Normal University, Taipei, Taiwan.

Front Psychol ; 13: 827007, 2022.

Article en En | MEDLINE | ID: mdl-35800939

Palabras clave

EFL; SEM; grammar knowledge; reading comprehension; vocabulary

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Front Psychol Año: 2022 Tipo del documento: Article País de afiliación: Taiwán

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